Determination of Science Students' Awareness on Waste Management

Determination of Science Students' Awareness on Waste Management

Gonca Harman1, Nisa Yenikalayci2*

1Department of Science Education, Faculty of Education, Karamanolu Mehmetbey University, Karaman, Turkey 2Department of Science Education, Graduate School of Educational Sciences, Gazi University, Ankara, Turkey

*Corresponding author: nyenikalayc@

ABSTRACT In this research, it was aimed to determine science students' awareness on waste management. Eleven students studying in the first year of the Science Education Department participated in the research. The screening model was used in the research. The data were collected through scientific newspapers prepared in line with the Scientific Newspaper Preparation Instruction within the Scope of Waste Management. In the five sections of the instruction, students were asked to prepare scientific newspapers that they will support with written explanations and drawings on recovery, reuse, recycling, plastic bag usage, and zero waste within waste management. The data were analyzed by using content analysis. As a result of the research, it was understood that a significant part of the students was aware of the effects of education, research, and project activities on recovery, reuse, recycling, plastic bag usage, and zero waste practices within the scope of waste management, and the place and importance of the individual in waste management. On the other hand, it was understood that most of the students were not aware of the basis of waste management practices as the waste types, the separation of wastes at the source in accordance to their types, and throwing the wastes into the appropriate waste bin for their types.

Keywords Sustainability, Waste Management, Awareness, Scientific Newspaper, Science Student

1. INTRODUCTION Waste is defined as any substance or material thrown,

left, or obligatory discarded to the environment by the producer or the person in possession (URL). If it is appropriately managed, waste has an economic value (Muljaningsih & Galuh, 2018). So much so that many countries consider waste as material and energy (Cucchiella, D'Adamo & Gastaldi, 2017). Once the waste composition is known, strategies for separation, collection, and treatment alternatives such as recycling and composting can be determined. This situation allows that waste is being removed from landfills (Nolasco et al., 2021). Otherwise, the negative effects of the waste will occur. In this respect, waste causes various problems such as health problems, bad smells, fire hazards, atmosphere, soil, water, and visual pollution, together with social and economic losses (Dharmasiri, 2019).

Waste is a serious problem for air, water, and soil. As a result of the burning of trash stored in open areas, toxic gases are released, such as carbon dioxide and carbon monoxide, which cause health problems. Waste pollutes water by falling into rivers and puddles; at the same time, it causes an increase in the fly and mouse population. The physical properties of the soil change, and the growth of

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plants are adversely affected. In addition, trashes cause a decrease in the aesthetic value of the environment and the disappearance of the landscape (Dharmasiri, 2019). Considering all these factors, waste should be seen as a cultural problem affecting life. To minimize the negative effects of this problem on the environment, waste should be appropriately managed (Naria, Nasution & Santi, 2018).

Waste management covers the activities of preventing the formation of waste, reduction at the source, reuse, separating according to its characteristic and type, accumulating, collecting, temporary storage, transportation, intermediate storage, recycling, recovery including energy, disposal, monitoring after disposal processes, control and inspection (URL). Waste management is a long process that is creative and full of opportunities. In this process, waste should not be considered a problem but a resource that society will benefit from (Kumar & Kumar, 2020). A five-step process is followed in waste management (Figure 1). The first preferred step in this process is preventing waste. Then,

Received: 5 October 2021 Revised: 10 February 2022 Published: 27 July 2022

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Figure 1 Waste management hierarchy (Cucchiella, D'Adamo, & Gastaldi, 2014)

preventing waste is followed by reuse, recycling, recovery including energy, and safe disposal is applied as the last step. Benefits obtained from the regular implementation of the waste management process are preventing greenhouse gas emissions, reducing pollutants, energy-saving, conservation of resources, new employment opportunities, and developing green technologies (Cucchiella, D'Adamo & Gastaldi, 2014).

The 3R (reduce, reuse, and recycle) rule is one of the most effective methods implemented in waste management (Naria, Nasution & Santi, 2018). This rule comes to the fore in reducing waste, which has become a significant environmental problem (Aksan & ?elikler, 2019). In the integrated waste management system, following the approaches covered by the 3R rule, reducing wastes at the source, reusing, and recycling; then, incineration, and final disposal processes are carried out close to the waste source (Asteria & Haryanto, 2021). However, 3R activities face a significant obstacle if society's awareness of separating or classifying waste is low (Muljaningsih & Galuh, 2018).

Reusing waste for another purpose or in a different way is called reuse. People can reuse many materials such as plastic bags, furniture, toys etc. and repair some broken materials they use. They may also sell to others or give to charity. Additionally, recycling is when waste is reshaped and converted into raw materials that can create a new product (Dharmasiri, 2019). The first step in implementing waste material recycling plans is the proper implementation. Therefore, a household waste recycling program should be followed when considering the environmental, economic, and social effects of recycling (Almasi et al., 2019; Asteria & Haryanto, 2021). So much so that Harman & ?elikler (2016) determined that most of the pre-service science teachers had sufficient awareness of the meaning, necessity, and purpose of recycling. In contrast, their understanding of recyclable waste was not enough.

Waste is a result of human activities. Every human activity produces waste. The type of waste depends on the types of materials that people consume, and waste management cannot be separated from people's lifestyles (Muljaningsih & Galuh, 2018). Lack of waste management, which is a direct result of human activity, is one of the main

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problems of modern civilization that has emerged from the contemporary lifestyle (Kumar & Kumar, 2020). The 3R rule is widely accepted in waste management to solve the waste problem. In addition to this rule, responsibility is also important in promoting waste management behaviors (Minelgait & Liobikien, 2019). In an ideal world, everyone should be conscious of managing waste appropriately, as everyone is responsible for environmental issues, including waste management (Ampofo, 2020; Dharmasiri, 2019). In support of this, Aksan, ?elikler & Yenikalayci (2019) pointed out that science students have a high awareness of recycling, and individuals with a high level of recycling awareness will be more likely to show recycling behavior.

Environmental knowledge is the key to a clean and sustainable environment. Lack or absence of funding, lack of educated teachers, insufficient knowledge, awareness, practice, and interest are obstacles to environmental sustainability. However, these obstacles can be overcome in schools. So much so that schools create appropriate curricula to promote sustainability through practice, awareness, and participation. This situation leads to sustainable development and cleaner and greener production (Debrah, Vidal & Dinis, 2021). On the other hand, a lack of individual awareness and environmental knowledge weakens waste management practices, causing permanent problems for future generations (Ampofo, 2020). Wrong waste management pollutes the air, water, and soil, and these pollutants create severe risks to biodiversity and human health. Therefore, everyone needs to participate and provide support (Kumar & Kumar, 2020). Consequently, sustainable waste management should concern everyone (Gusti, 2016). Sustainability is a concept that includes the appropriate use of natural resources and processing wastes with proper methods (Triguero, Alvarez-Aledo & Cuerva, 2016). Waste reduction and correct waste management are significant for sustainable environmental management. This situation reduces landfill use (Cucchiella, D'Adamo & Gastaldi, 2014) and protects environment-human health and environmental quality (Cucchiella, D'Adamo & Gastaldi, 2014; Fagnani & Guimaraes, 2017; Gusti, 2016).

Waste management is beneficial in terms of economically and socially. With waste management, natural resources are protected, and employment is created (Fagnani & Guimaraes, 2017). In addition, improvement of environmental aesthetics, prevention of environmental pollution, and reduction of disease transmission routes can be provided (Naria, Nasution & Santi, 2018). In this context, waste management practices are also at the center of innovative sustainable campus programs and activities (Ifegbesan, Ogunyemi & Rampedi, 2017). These activities should be related to cognitive, emotional, and psychomotor areas. Students should have knowledge and attitude on waste management and display this knowledge

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and perspectives with their behaviors (Muljaningsih & Galuh, 2018).

Separation of waste is essential as the waste produced causes many problems. Waste separation should be done within the scope of waste management at the sources such as homes, markets, or industries to ensure recycling (Dharmasiri, 2019). The biggest obstacle to recycling is the lack of a system for separate collection of wastes in many countries (Tulebayeva, Yergobek, Pestunova, Mottaeva & Sapakova, 2020). Waste management at the source is the basis of waste management at the household level. The education to be provided can increase knowledge, environmental awareness, practical knowledge and improve the understanding of household waste management (Asteria & Haryanto, 2021). It is necessary to raise the awareness of individuals so that separate collection of waste becomes a part of daily life at school, at home, and in the community. Teachers are a key factor in providing this awareness (Rada et al., 2016). Considering that societies that have poor environmental awareness are the leading cause of ecological problems, it is a fact that environmental education and teachers, one of the most important elements of the education system, have a vital role in raising generations that act with sustainability awareness (Aksan & ?elikler, 2019). Practical education to transform waste into valuable products improves students' environmental understanding. Waste processing should be integrated with school and extracurricular activities and frequently applied to correct students' ecological awareness (Nizaar, Sukirno, Djukri, Muhardini & Mas'ad, 2020). Waste management practices can reduce environmental pollution and waste-related diseases. It can also improve the reuse, recycling, and recovery of waste materials (Fredrick, Oonyu & Sentongo, 2018).

Education is essential in raising people's awareness about environmental protection to ensure waste management (Muljaningsih & Galuh, 2018; Tulebayeva et al., 2020). Education is used to gain knowledge, change attitudes and develop skills in the direction of resources, including waste management (Fredrick, Oonyu & Sentongo, 2018). Education, a significant and simple way to solve the waste problem, leads to increasing environmental awareness and planning appropriate solutions for sustainable development (Przydatek, 2019). Fredrick, Oonyu & Sentongo (2018) revealed that public education improves waste management practices in the city. Early education ensures future generations contribute to sustainable waste management practices (Zainu & Songip, 2017). Therefore, it is essential to disseminate waste management education starting from kindergarten. In this context, each individual's waste management roles and responsibilities should be appropriately communicated and given a directive. In this way, responsible citizens who manage waste as a resource and create zero or less waste in the future can be raised while applying the 3R rule

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(Dharmasiri, 2019). The concept of zero waste and recycling activities are important universal gains to shape the future of countries and leave a cleaner environment for future generations (Bulut, 2020). However, the amount of waste produced continues to increase without consumers' conscious decisions about reducing, reusing, and recycling (Zainu & Songip, 2017). Ampofo (2020) determined that high school students, teachers, and administration were worried about waste disposal. When the studies about the effectiveness of environmental education and practices on waste management are examined, Liao & Li (2019) revealed that environmental education is essential to ensure that high school students have the necessary knowledge and positive attitudes towards separating solid wastes. Similarly, as a result of their studies, Nizaar et al. (2020) revealed that the waste processing activity carried out by using the 3R rule was also effective in students' environmental awareness.

When the studies about the knowledge, attitude, and behavior on waste management are examined, Gusti (2016), in his study with primary school students, showed that knowledge of sustainable waste management with attitudes towards sustainable waste management; moreover, knowledge and attitudes towards sustainable waste management with the intention of sustainable waste management behavior were also related. Similarly, Molina & Catan (2021) determined that senior high school students had sufficient knowledge about solid waste management and did the correct practices. However, as a result of the study conducted by Desa, Kadir & Yusooff (2012), it was determined that first-year university students showed correct behaviors regarding solid waste management. On the other hand, Almasi et al. (2019) found that participants' knowledge and attitudes about reduction at the source, separation, and recycling were high, but the correct practice was low. In addition, nearly half of the participants stated that they were not satisfied with the waste collection services. In support of this, Baba, G?neen & Aydin (2018) examined the public's opinions on solid waste management, and they found that most of the participants were not satisfied with the waste management in the country.

Teachers are expected to educate students to manage waste according to the 3R rule to increase respect for the environment (Nizaar et al., 2020). Recycling education in schools within qualified environmental education will be effective throughout individuals' lives. In this context, curriculum, teaching environments, and textbooks significantly affect the teaching of recycling within the scope of environmental education by well-appointed teachers (Aksan & ?elikler, 2019). Education and awareness are the critical factors in reducing waste (Zainu & Songip, 2017). Education and awareness on waste and waste management are becoming increasingly important from a global resource management perspective (Kumar &

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Kumar, 2020). The knowledge and awareness obtained from education are highly effective in environmental activities and human behaviors. Waste management education starts at school and affects individuals at home (Dharmasiri, 2019). Primary school students' sustainable waste management behavior will provide role models for their families and society (Gusti, 2016).

Formal education for sustainable development is essential at all levels of education. Teachers who have the correct knowledge, attitudes, skills, and innovation are required for better environmental sustainability or waste management sustainability education. However, most teachers do not have applied solid waste management or ecological knowledge negatively affects the students' environmental knowledge and attitudes toward solid waste management. In addition, teachers' attitudes in environmental education related to waste management are very important in the education they will give to students (Debrah, Vidal & Dinis, 2021). Considering that teachers affect societies, are role models for the growing generations, and have active roles in shaping today's world and its future, pre-service teachers should have knowledge and awareness on waste and recycling. For this reason, preservice teachers in all programs should be informed through various educational activities and courses during their university education. In addition, scientific activities such as conferences, symposiums, and panels on waste and recycling should be organized in universities. In this way, the increase in the knowledge and awareness levels of the pre-service teachers will positively affect their attitudes and behaviors (Aksan & ?elikler, 2019).

Protecting the environment can be emphasized by encouraging society to reduce waste generation through awareness programs. Awareness programs can improve attitudes towards waste management and provide new business opportunities. Higher education institutions play an important role in giving environmental education to students. Thus, postgraduate students can explore career opportunities in solid waste management (reduction, reuse, and recycling as an alternative to disposal) (Al-Khatib, Kontogianni, Al-Sari & Al Rajabi, 2018). When the studies on the importance of waste management awareness are examined, Bulut (2020) revealed most teachers thought that children in preschool education gained insufficient understanding about zero waste and recycling. Teachers stated that they wanted to gain awareness about zero waste and recycling in preschool education undergraduate programs for reasons such as contributing to the country's

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economy, raising children's awareness at an early age, protecting nature and the environment, saving the country's natural resources and protecting all living things in the background. At the same time, Aksan & ?elikler (2019) found that awareness education increased the preservice science teachers' knowledge level about recycling and positively changed their behavior towards recycling.

The research aimed to determine the science students' awareness on waste management. In this context, answers to the following sub-questions of research were sought. 1. What is the science students' awareness on recovery? 2. What is the science students' awareness on reuse? 3. What is the science students' awareness on recycling? 4. What is the science students' awareness on plastic bag usage? 5. What is the science students' awareness on zero waste?

2. METHOD 2.1 Research Model

The screening model was used in the research. Screening is a research model that aims to examine a situation such as an event, individual, or object in its original form without changing and affecting it (Karasar, 2020, p. 109).

2.2 Research Group Eleven students (nine female, two male) studying in the

Science Education Department of a state university in Turkey in the spring semester of 2019-2020 voluntarily participated in the research.

2.3 Data Collection The data were collected through scientific newspapers

prepared in line with the Scientific Newspaper Preparation Instruction within the Scope of Waste Management. Researchers designed instruction. First, the current science course curriculum (Ministry of National Education [MoNE], 2018) and the national and international literature were examined to prepare the instruction. Then, a control list was designed to evaluate the statements' suitability to be included in the instruction, the adequacy of the power to represent the subject, and the content validity. Concepts involved within the scope of waste management in the control list are given in Figure 2.

In the five sections of the instruction, students were asked to prepare scientific newspapers that they will support with written explanations and drawings on recovery, reuse, recycling, plastic bag usage, and zero waste

Figure 2 Concepts involved within the scope of waste management

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within waste management. There are three stages in each section of the instruction. After completing each step, the students were asked to put an X in the parenthesis ( ) near the relevant stage. These stages are: Stage-1: Provide information about recovery by supporting written explanations and drawings. ( ) Stage-2: Write an example from the news you have heard/read from the media about recovery. ( ) Stage-3: Write your thoughts about recovery. ( ) Similarly, three-stage instruction was followed for reuse, recycling, plastic bag usage, and zero waste.

The ability of the statements in the instruction to determine the students' awareness on waste management, including the concepts of recovery, reuse, recycling, plastic bag usage, and zero waste. Whether any expressions needed correction that were not understood or that were not necessary and whether they were appropriate for the level of the students were examined by two faculty members whose fields were science education and chemistry education.

2.4 Data Collection Process During the data collection process, separate tables were

prepared for eleven students. The Scientific Newspaper Preparation Instruction within the Scope of Waste Management, five stapled white A4 papers, and 12 colors of dry pencils was put on the tables for individually used materials by students. One student sat at each table. Students were given 60 minutes to follow the instruction and prepare scientific newspapers.

2.5 Data Analysis The data sheets were numbered for each student in the

data analysis, and the written explanations and drawings on the data sheets were transferred to the computer in their raw form. Within the scope of the research, the written explanations and drawings of the students were analyzed using content analysis.

The data of written explanations and drawings in scientific newspapers prepared by students were analyzed separately by two science education researchers to ensure validity and reliability. First, codes and categories were created by using content analysis by two researchers. Then they were compared and arranged. Finally, comparisons were made between coders to ensure the reliability of coding. The reliability between the two independent coders was calculated by using the formula Agreement=[Number of Agreements/(Number of Disagreements+Number of Agreements)x100] (Miles & Huberman, 1994) and found as 81.4%. However, expert opinion was received on the suitability of the categories and codes.

To ensure external validity, two researchers presented the raw data in categories by coding to make a detailed description. In addition, direct quotations from the students' written explanations and examples of their

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drawings were provided with the number given to each student's datasheet.

Ethics Committee approval was obtained for this research (Turkey, Ondokuz Mayis University, Social Sciences and Humanities Research Ethics Committee, 28.02.2020, 2020/115).

3. FINDINGS The slogans in the prepared scientific newspapers about

recovery, reuse, recycling, plastic bag usage, and zero waste within the scope of waste management by students are given in Table 1.

When Table 1 is examined, it is seen that students write more slogans about recycling, plastic bag usage, and zero waste than recovery and reuse.

3.1 Findings of Science Students' Awareness on Recovery

Students' written explanations and drawings in the prepared scientific newspapers about recovery are analyzed and given in Table 2.

When Table 2 is examined, it is seen that explanations and drawings in the prepared scientific newspapers about recovery mainly were concentrated on the resource type, sustainable consumption behavior, educational activities and effects, project activities and effects, cooperation, and solidarity.

One student (S5) drew attention to negative situations in terms of sustainable consumption behavior with expressions such as excessive water use, leaving taps open, and not being able to prevent excessive water use. In addition, a student (S4) drew without writing an explanation, and two students (S1, S6) did not prepare a scientific newspaper page about recovery.

Some examples of students' written explanations are given below.

"Both wear and sell... In this article, we will present the idea of an association to you. I am sure that it will be a great idea for life. The members of the recovery association put forward this idea at first, then they developed and presented this idea and tried to reach an agreement with some companies. In this idea, we put a machine in certain places. We throw our clothes and shoes that we do not wear, worn out or shrinking, into this machine, and discounts are applied for you in some branded stores. This idea is first being thought of in big cities. It is being considered in Istanbul, Ankara, and Izmir. If it holds, it will probably spread everywhere, and I think it is a good idea and that such ideas will develop and be beneficial for our country. If it is agreed and resolved, I will announce it to you in this newspaper. With love ..." (S2)

"Every day, we run a lot of water for everything. Even while standing by the sinks, the taps are on. This situation is terrible. We need to, but we cannot prevent it. Therefore, it would be a very logical approach to clean the running water and make it reusable." (S5)

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